Curriculum  /  Math  /  4th Grade  /  Unit 5: Fraction Operations  /  Lesson 18

Fraction Operations

Lesson 18

Math

Unit 5

4th Grade

Lesson 18 of 21

Objective

Solve word problems involving multiplication of fractions.

Common Core Standards

Core Standards

  • 4.NF.B.4.C — Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Criteria for Success

  1. Make sense of a three-act task and persevere in solving it (MP.1).
  2. Solve one- and two-step word problems that involve the multiplication of fractions (MP.4).

Tips for Teachers

  • Today’s three-act task “helps illustrate Mathematical Practice Standard 4, Model with mathematics. Students apply the mathematics they know to solve problems arising in everyday life. As students think about the situation in real life, they have to select the mathematical thinking that will help them solve the problem. This selection of a mathematical model allows students to think about which mathematics might be useful in the real-life situation that they face. Students identify the mathematical elements of the situation and decide which solution pathway is best for them to follow” (Sugar in Six Cans of Soda, Illustrative Mathematics).
  • Let students work on each problem in the Problem Set independently and circulate to see whether students are solving correctly. If not, come back together to discuss how/what to draw on a tape diagram, then allow them to try again on their own.
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Anchor Tasks

25-30 minutes

Problem 1

Act 1: Watch the video How Much Sugar (Act-1).

a.   What do you notice? What do you wonder?

b.   How much sugar is in the whole pack of soda cans? Make an estimate.

Guiding Questions

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Student Response

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References

Questioning My Metacognition Do the Dew

Do the Dew by Graham Fletcher is made available on Questioning My Metacognition under the CC BY-SA 4.0 license. Accessed July 18, 2018, 4:23 p.m..

Modified by Fishtank Learning, Inc.
Illustrative Mathematics Sugar in Six Cans of Soda

Sugar in Six Cans of Soda, accessed on April 27, 2018, 1:28 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem 2

Act 2: Use the following information to determine how much sugar is in the whole pack of sodas.

  • One can of soda has $$3\frac{2}{9}$$ tablespoons of sugar in it. 
  • There are 12 cans in the whole pack.

Guiding Questions

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Student Response

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References

Questioning My Metacognition Do the Dew

Do the Dew by Graham Fletcher is made available on Questioning My Metacognition under the CC BY-SA 4.0 license. Accessed July 18, 2018, 4:23 p.m..

Modified by Fishtank Learning, Inc.
Illustrative Mathematics Sugar in Six Cans of Soda

Sugar in Six Cans of Soda, accessed on April 27, 2018, 1:28 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem 3

Act 3: A 12-pack of Mountain Dew contains $$38\frac{2}{3}$$ tablespoons, or $$2\frac{5}{12}$$ cups, of sugar.

Was your estimate reasonable? Why or why not?

Guiding Questions

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Student Response

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References

Questioning My Metacognition Do the Dew

Do the Dew by Graham Fletcher is made available on Questioning My Metacognition under the CC BY-SA 4.0 license. Accessed July 18, 2018, 4:23 p.m..

Modified by Fishtank Learning, Inc.
Illustrative Mathematics Sugar in Six Cans of Soda

Sugar in Six Cans of Soda, accessed on April 27, 2018, 1:28 p.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • Who ran more in #3? Why? How could you have determined that without solving? 
  • How did you determine between what two whole numbers the answer lay in #5?
  • What expression did you write for #6(a)? What did your drawing look like in #6(b)? 
  • How did you solve #8? Did you draw a model? What did it look like? 
  • When you check for reasonableness, do you look at your equations and model? How do you figure out if your answer is reasonable? 

Target Task

5-10 minutes

Problem 1

Arthur needs to sew 8 buttons onto his jacket. For each button, he’ll need $$5\over 12$$ feet of thread. What is the total amount of thread, in inches, Arthur needs to sew on all 8 buttons? 

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Student Response

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Problem 2

A chef makes 37 servings of soup. Each serving is $$2\frac {1}{4}$$ cups. How much soup, in cups, did the chef make in total? 

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Solve word problems involving addition, subtraction, and multiplication of fractions.

Lesson 19
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Building, Adding, and Subtracting Fractions Less Than or Equal to 1

Topic B: Building, Adding, and Subtracting Fractions Less Than 2

Topic C: Building, Adding, and Subtracting Fractions Greater Than or Equal to 2

Topic D: Multiplication of Fractions

Topic E: Line Plots

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